ERIC Number: ED225181
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Teaching of Writing: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 Nos. 1 through 6).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: (1) basic writers in the community college; (2) the power inclusion model and the politics of voice in the teaching of composition; (3) lay and professional pressures on teachers of composition in American high schools from 1958 to 1978; (4) using sentence combining to improve the composition of mentally retarded students without formal grammar study; (5) the degree of student involvement in the writing process; (6) the teaching of writing in journalism; (7) design, discovery, and development in a freshman writing course; (8) interdisciplinary writing in university classes; (9) teacher training in the writing process and its effect on student writing performance; (10) audience-centered rhetoric; (11) the relationship between instruction in expressive writing and sixth grade students' achievement in language arts; and (12) current trends in teaching composition in selected Florida high schools. (FL)
Descriptors: Annotated Bibliographies, Doctoral Dissertations, Educational Trends, Elementary Secondary Education, Foreign Countries, Higher Education, Journalism, Learning Processes, Personal Narratives, Revision (Written Composition), Sentence Combining, Student Teacher Relationship, Teacher Education, Technical Writing, Writing Instruction, Writing Processes, Writing Research
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Freshman Composition; Writing across the Curriculum
Note: Pages may be marginally legible.